Unit 13 Section B（3a - 4c）教学设计 2025-2026学年人教版（2012）九年级英语全册

Unit 13 Section B（3a - 4c）教学设计

一、Teaching Objectives

By the end of the lesson, students will be able to:

Comprehend the passage about shark protection, extract key information to complete a fact sheet.

Master the usage of conjunctions (so, although, if, but, when) to fill in blanks in context.

Skillfully use grammar points (Present progressive, used to, Passive voice, Present perfect, Modal verbs) to complete sentences and talk about environmental protection actions.

Raise awareness of protecting marine life and the environment, and be able to list and discuss environmental protection measures.

二、Teaching Key Points & Difficulties

A. Key Points

Understand the main content of the shark - protection passage, and accurately extract information to complete the fact sheet.

Correctly use conjunctions to connect sentences and express logical relationships.

Flexibly apply the grammar points in “Grammar Focus” to complete exercises and conversations.

B. Difficulties

Accurately grasping the logical relationships in the passage to properly use conjunctions for blank - filling.

Skillfully integrating grammar knowledge into practical communication, and naturally discussing environmental protection actions.

三、Teaching Methods

Task - based Teaching Method: Design reading comprehension tasks, grammar practice tasks, and discussion tasks to guide students to learn by completing tasks.

Cooperative Learning Method: Organize students to discuss in pairs or groups, share ideas, and improve communication skills.

Grammar - situational Integration Method: Create environmental - protection - related situations, and let students apply grammar knowledge in context.

四、Teaching Aids

Textbook, multimedia equipment (PPT, audio player), blackboard

五、Teaching Procedure

Step 1: Warm - up & Lead - in (5 minutes)

Environmental Protection Brainstorm:

Ask students: “What environmental protection actions do you know? For example, saving water, reducing plastic use...”

Invite 3 - 4 students to share, and write their answers on the blackboard to activate prior knowledge.

Shark - related Question:

Show a picture of a shark and ask: “Do you like sharks? Have you heard of shark fin soup? What do you think of eating shark fin soup?”

Guide students to express their views briefly, leading to the theme of shark protection.

Step 2: Reading Comprehension (3a - 3b: 15 minutes)

Pre - reading (Prediction):

Let students look at the title “Save the Sharks!” and the picture, and predict: “What content do you think the passage will talk about? What problems do sharks face?”

While - reading (Task Completion):

3a Task:

Have students read the passage independently, and complete the fact sheet about sharks (number of sharks caught, how governments can help, environmental groups against “finning”).

Remind students to circle key information while reading.

3b Task:

Guide students to read the passage again, and fill in the blanks with conjunctions (so, although, if, but, when).

After students finish, organize them to exchange answers in pairs, then check answers as a class, and explain the logical relationships of each conjunction in context.

Post - reading (Discussion):

Ask: “Why should we protect sharks? What can we do to help protect sharks?”

Let students discuss in small groups, then share representative opinions in class, deepening the understanding of shark protection.

Step 3: Grammar Focus & Practice (4a - 4b: 12 minutes)

Grammar Review:

Present “Grammar Focus” content, and review the usage of Present progressive, used to, Passive voice, Present perfect, and Modal verbs one by one with students.

For example, explain: “Present progressive describes actions happening now; ‘used to’ expresses past habits; Passive voice emphasizes the action - 承受者...”